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The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

Action research by three teaching teams to build the capacity of teachers, in preparation for the transition from a traditional heritage building to a new innovative learning facility, forms the basis of this chapter. The new building consisting of four storeys with seven innovative learning environments that support a wide range of teaching and learning opportunities challenged the teams to rethink their pedagogy and embark on a new and exciting journey. The story notes the challenges faced and the successes achieved as well as further action research once established within the new learning environments.

Globally, contemporary school learning environments are being transformed to incorporate innovative designs and pedagogies, digital technology and new ergonomic furniture – often ‘un-classroom-like’ in their form but can more readily accommodate the needs of 21st century learners. In this concluding chapter, key strategies, themes and ideas presented by contributing authors are presented. Linking the discussion of the book to the changing context of education and design, this chapter provides insights and reflections for supporting educators and learners to more effectively use the learning environments as a pedagogical and learning tool.

South Africa lags significantly in mathematics achievement on international benchmarking tests, which has led to several interventions aimed at improving mathematics attainment in the country. Drawing on the theoretical work of Vygotsky, Leontiev and Engeström, this chapter reports on one such initiative that implemented computer technology into disadvantaged schools in the apple growing district of the Western Cape. Contrary to expectations, the object of the lesson became control over students' actions, rather than a mathematical object aimed at developing students' understanding of the subject. The teacher adopted what I call a defensive position in relation to the novel technology, tightening pace and sequencing in these lessons. I draw on Ratnam's work into ‘excessive entitlement’ to illustrate that this teacher's defensive posture regarding technology emanates from a need to exert complete power over the content taught in a lesson and leads her to reject the novel technology in favour of traditional methods. While interviews with the teacher in this study indicated that she felt she promoted student dialogue and more symmetrical power relations in her classes through group work, this is not seen in the data. This is explained in relation to teachers' excessive entitlement to ‘owning’ the knowledge in their classrooms through maintaining control over the rules of the system. I pull on Cultural-Historical Activity Theory (CHAT) to illuminate how the activity of teaching in a classroom affords and constrains what the teacher is able to achieve, often making them feel excessively entitled to push back reform.

In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.

Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.

The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.

Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.

The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.

Applying critical analysis as the methodological framework for assessing the literature, the review seeks to present a summary and evaluation of the existing body of knowledge. This approach helps to establish the basis for developing forthcoming recommendations.

The articles were selected through a Systematic Literature Review following the PRISMA guidelines, and utilising Scopus, Web of Science, Science Direct, and the Education Resources Information Center database. Field taxonomy is presented based on the outcomes.

Through a critical review, we offer narrative arguments that document the shortcomings in the existing literature by scrutinising study designs and highlighting suboptimal approaches. Finally, we issue a call to action for future research, envisioning its potential to reorient and reconstruct the field while enhancing the quality of future studies. This proactive stance aims to foster the development of more competent and insightful perspectives, theories, and policy recommendations within design thinking in management education and training.

The research in this field holds significant potential for providing valuable practical and policy insights, contingent upon the rigorous and thorough execution of studies.

This article presents a robust critical review of 57 state-of-the-art articles investigating design thinking in the context of management education and training.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

The evolution of digital construction within Industrial Revolution 5.0 emphasises the harmonious integration of humans and technology, value-driven technology implementation, adaptive leadership and user-centric design solutions. This shift necessitates architects to enhance their soft skills to navigate the transition effectively. Failure to demonstrate these skills may confine architects to passive roles as technology consumers rather than innovative leaders. While existing research predominantly focuses on the technical aspects of digital construction, this study investigates how architects effectively manifest their soft skills within such dynamic contexts, addressing a critical gap in the current literature.

Employing an interpretive phenomenological approach, the research engaged 14 individual architects practicing in architectural consultancy practices (ACPs) in Malaysia through semi-structured interviews and written exercises to unveil their experiences.

Thematic analysis revealed six primary themes: “analytical and critical thinking,” “digital communication,” “diversity in leadership styles,” “emotional intelligence,” “ethics and professionalism,” and “curiosity and agility.”

Furthermore, the developed thematic map serves as a foundational resource for human resource practices aiming to design upskilling and reskilling programs that focus on nurturing soft skills. Emphasising soft skills, these programs are designed to thrive in the digital construction era and beyond.

These shared experiences significantly contribute to the theoretical understanding of soft skills within the digital construction context, providing novel insights into their practical application when addressing real-world implications.

In this chapter, we draw on trans-informed theoretical frameworks to provide insights into gender justice and gender democratization in Early Childhood Education and Care (ECEC). Our purpose is to illuminate the systemic impact of cisgenderist and cissexist beliefs which refer to the legitimation of birth-assigned gender identity and what this means for embracing a critical project of gender expansiveness in the ECEC classroom. More broadly, we explicate how our engagement with trans studies informs a critique of existing debates about masculinities, boys and male teachers in the early years. We draw on the work of trans scholars in the first part of this chapter to ground an epistemological basis for our understanding of gender expansiveness and masculinities that challenges a cisnormative framing of gender justice in ECEC. In the second part, we draw specifically on scholars in the field who have been pivotal in elaborating what we understand to be gender expansive identities and what this means for thinking about gender justice in the early childhood classroom. In the third part, we reflect on the pedagogical implications of boyhood sissiness through a trans-informed lens and explicate its implications for understanding boys and masculinities in the early years. Finally, we draw on transgender studies-informed perspectives on masculinity which call for ‘de-essentializ[ing] masculinity as grounded in a cis-male body’ (Gottzén & Straube, 2016, p. 217) and explore their implications for re-envisioning masculinities as a gender-transformative project in ECEC.

Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transformative sustainability goals.

This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities’ strategic documents.

The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.

There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities’ broader sustainability goals.